Computer gaming for young children

Lately, I came across Carol Marks' article discussing about teachers' attitudes towards gaming on computer. Personally, I consider computer and other digital devices as the learning tool rather than for entertainment. So, I usually say 'no' when my kindy children asked to play game on computer. I think most early teachers are doing the same. Similarly, Jo Colbert acknowledges the possible benefits of gaming, but she is not keen to be involved  in gaming in early childhood context. Carol Marks also noticed that ECE teachers only allow those games which they think are appropriate for learning, but not games with no obvious literacy or numeracy learning, such as car racing games.

However, learning is embedded in a social context. From Marks' observations, She discovered that children are actually learning in everyday computer gaming, as they develop leadership when sharing their knowledge and skills in gaming with the less competent peers. In addition, gaming enhances social development as the children learn to take turns and build relationships. So, have we, as early childhood teachers been taking gaming seriously?

When Anne Grey talks cybersafety, she points out that using ICT devices has become a normal part of young children's daily experiences. On the same note, gaming on computer at home has also become a common form of entertainment of young children.  Once, a child asked me to let him use the kindy laptop for gaming. I said the laptop was supposed to be for researching and 'learning' (how narrow my view of learning!) I tried to discouraged him and said I did not have games on my laptop, but he confidently instructed me to go to Safari and type in 'www.Lego.com'. How knowledgeable he is!

In early childhood centres, gaming is usually restricted to certain periods of time, or as a reward. Sometimes, a timer is used to facilitate turn-taking, in order to make sure it is fair to everyone, so everyone has a chance. When the time is up, the child has to move over... essentially the child is forced to abandon what he is working on. However, for art or other traditional 'learning activities", the teachers usually let the child continue with his project over a long period of time, even actively remind the child to revisit his work again on the next day.

Ponder this:
Do you play computer games? Do your children at home play computer games? Do you allow children in your early childhood centre play game?